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Brain on Fire:  My Month of Madness

4/1/2014

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Brain on Fire:  My Month of Madness
Author(s) Susannah Cahalan
ISBN:  13:978-1451621389

APA Style Citation
Cahalan, S. (2012).  Brain on Fire:  My Month of Madness.  New York:  Simon and Schuster.  

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openyourclassbrainonfire3.pdf
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Book Description

Susannah Cahalan chronicles her journey from a successful young reporter at the New York Post to a paranoid, seemingly psychotic patient at NYU medical center only a few weeks later.  Susannah experienced numbness accompanied by sudden seizures and hallucinations and became increasingly paranoid and combative.  Cahalan cannot recall many of the events during this time, but through her investigative skills as a reporter and impeccable records kept by her family and boyfriend, she was able to put together the pieces of her strange journey. 

The first symptoms came with the thought that a bedbug bite had made her ill; this first delusion was a sign of the strange experiences that would continue to grow increasingly more frightening in the subsequent weeks.  Susannah had an interview with John Walsh of America’s Most Wanted for work, during which she could not concentrate or put together fluid questions.  After missing a few days of work and experiencing strange feelings, she visited her doctor only to be told that she had mono or perhaps that she was drinking too much.  Her hallucinations continued until the point where she believed that her father had killed her stepmother and that he was an imposter, taking the form of other people in order to gain access to Susannah and cause her harm.   In addition to the hallucinations and delusions, she had out of body experiences and periods of rigid catatonia.

Eventually, Cahalan was admitted to NYU medical center and placed on the epilepsy ward because of her seizures.  Her family fought to keep her out of a psychotic ward even though her symptoms displayed themselves as psychosis.  She continued to experience false beliefs and hallucinations such as paintings coming to life, and people taking on different forms.   She also believed that she could read other peoples thoughts and make them age.  Susannah’s first diagnosis was schizoaffective disorder, a combination of schizophrenia and bipolar disorder.  Susannah’s family and boyfriend refused to accept this diagnosis, because it was not consistent with all of her symptoms.  Finally, they were introduced to Dr. Najjar, a neurologist at New York University who agreed that Susannah had been misdiagnosed.  Dr. Najjar administered a test that revealed the misdiagnosis; this was “the clock test” in which a patient is simply asked to draw a clock. Susannah had drawn all of the numbers on only the right hand side of the clock, indicating that she was neglecting her left visual field. Further studies revealed that the disease seemed to be restricted to her right hemisphere (which is not true in all patients).  It also impacted her hippocampus prohibiting her from transferring information from short-term to long-term memory, her amygdala, which impacted her emotional responses, and her prefrontal cortex, which impacted higher order thinking and planning.  Susannah’s right hemisphere was enflamed and as a result she was given a brain biopsy in which doctors’ cut into her skull to remove a part of the brain for analysis. Doctors also took a spinal tap to check her cerebrospinal fluid and finally arrived at the correct diagnosis.  The diagnosis from Dr. Najjar was anti-NMDA encephalitis.   Anti-NMDA encephalitis is a very rare disorder, which had first been diagnosed only two years earlier.  Through a treatment of steroids, immune therapy, and plasma exchange, Susannah recovered and returned to work 7 months after the initial diagnosis.  Full recovery is possible in roughly 75-80% of these cases and anti-NMDA encephalitis has been diagnosed with more frequency since Susan’s 2009 experience. 

Without the refusal of her family and doctor to accept her initial diagnosis, Susannah may have spent the remainder of her life in a psychiatric ward or perhaps even worse, may not have lived past the initial brain inflammation.  Susannah now speaks to many groups to spread the word about this disorder and to help individuals suffering to be properly diagnosed.  There is about a 12% relapse rate, but Susannah with the exception of slower reaction time on the left side of her body has minimal residual effects.  There is no known reason why the disease came on at the time it did, but seems to be much more prevalent in women (about 80% of cases) and may be ignited by a virus.  For teachers and students Cahalan writes in an engaging style and discusses in an approachable manner the significance of many areas of the brain and the tremendous damage even a small malfunction can cause.

 

Other Related Resources

TED talk:  Susannah Cahalan
http://www.youtube.com/watch?v=bQvqAaOLBnw

Katie Couric Clip with Susannah Cahalan
http://katiecouric.com/videos/brain-on-fire-susannah-cahalans-medical-mystery/

Book Reading and Discussion at Oblong Books
http://www.youtube.com/watch?v=yAQs2pmN3Sg

Dr. Drew Interview with Susannah Cahalan
http://www.youtube.com/watch?v=xL0QUicAljQ

Psychological Figures and Concepts
Elizabeth Loftus
Henry Gustav Molaison (H.M.)
Amygdala
Bipolar disorder
Delusions
Schizoaffective disorder
Schizophrenia
Hippocampus
Encephalitis
MNDA receptors
Anti-NMDA encephalitis
Prefrontal cortex
Hallucinations
Diagnostic Statistical Manual of Mental Disorders (DSM-IVR)
Occipital Lobe
Auditory cortex
Medulla
MRIs
CT scans
PET scans
Catatonia
Parietal Lobes
Right and Left Hemisphere functions
Blood-Brain barrier
Neurotransmitters
Wechsler Intelligence Scale
Neuroplasticity
Placebo
Teratomas

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Instant INfluence

4/1/2014

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Contributed and Reviewed by:
Todd Keenan
Gahanna-Lincoln High School
[email protected]

Instant Influence
Author(s):  Michael Pantalon
ISBN: 978-0-316-08334-8

APA Style Citation:
Pantalon, M. (2011).   Instant Influence:  How to Get Anyone to do Anything—Fast.  New York:  Little, Brown and Co.

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Book Description:

Influencing someone to change can come in many forms – fear, extrinsic motivation, intrinsic motivation.  The key to successful change/influence comes from getting people to understanding their own reasons for wanting to change.  People are unlikely to perform a behavior because someone of another person’s orders.  An individual will only change for his/her own reasons.  The secret is to get people to discover their own reasons for doing something - even something they thought they didn’t want to do.  As the influencer, you help not by telling them why they should change, but by asking them questions about why they might want to change.

Below are some of the questions that might lead a person to change:

1.     Why might you change?
a.     For example, why might you get a twitter account as a teacher?

2.     How ready are you to change – on a scale of 1 to 10 with 1 meaning “not at all” and 10 meaning “all in”?
a.     This is more so for the person to gauge how motivated they are – likely people don’t say one; therefore the influence will hopefully see they are, in fact, at least a little bit motivated.

3.     Why didn’t you pick a lower number?
a.     Point here is to try to get the person to think about the reasons they are motivated; to show them that it is not all that bad.
b.     If they say one, ask what would it take to move that number to a two?

4.     Imagine you’ve changed. What would the positive outcomes be?
a.     Trying to get the person to see how it would benefit them.

5.     Why are those outcomes important to you?
a.     Trying to make it even more personalized – how they can get something out of it.

6.     What’s the next step?
a.     Trying to put action to words.  At this point your objective is to get the person to exhibit some sort of meaningful action toward change.

Other Related Resources:
GMC weekend clip interview with Michael Pantalon
http://www.youtube.com/watch?v=jwJGVBA0Ais

Book Website
http://www.michaelpantalon.com/the-book/

Psychological Concepts and Figures:
·       Motivation
·       Positive Psychology
·       Introspection

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The One World School House:  Education Reimagined

4/1/2014

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The One World School House: Education Reimagined
 Author(s):  Salman Khan
 ISBN:  13: 978-1455508389

APA Style Citation
Khan, S. (2012). The One World School House: education reimagined. New York: Twelve Hachette Book Group.
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Book Description
The One World School House:  Education Reimagined 

 “I believed, and still believe, that teaching is a separate skill – in fact, an art that is creative, intuitive, and highly personal.  But it isn’t only an art.  It has, or should have, some of the rigor of science as well.” 
-       Salman Khan

Salman Khan, the author of The One World School House is also the founder of the website KhanAcademy.org which provides free instructional videos used by millions of people worldwide, making the website the most used storehouse of instructional videos on the Internet.  The book describes how the author began his career in education, creating videos to help an out of town family member with 6th grade math.  At the time, Salman Khan was an engineer and hedge fund manager with no training in education. The Khan Academy eventually grew to become a source of free education for students worldwide.  The ultimate goal of the Khan Academy today is to provide “A free, world-class education for anyone, anywhere.”  His method is based on providing students with differentiated materials that allow for self-paced learning to help students gain mastery of concepts presented.  The Khan Academy includes self-paced software and video tutorials to track student progress and can be used by teachers in a classroom or independently by students.  Math tutorials ranging from basic addition to advanced calculus are available as well as lessons in health, economics, history, chemistry, biology, physics, computer programming, psychology, and more.  

The book presents a series of innovative solutions for well-established problems in education in what Khan envisions as an updated version of the one room schoolhouse.  He stresses the important role that technology can play in education, but also addresses that it must be enlightened use.  According to Kahn, if technology is not used meaningfully it will end up being simply a very expensive gimmick.  According to Cathy N. Davidson at Duke University, “ if you change the technology, but not the method of learning, the you are throwing good money after bad practice… (The iPad) is not a classroom-learning tool unless you restructure the classroom… The metrics, the methods, the goals and the assessments all need to change.”  The method Khan proposes changing most is the lecture, thus freeing teachers up for more face-to-face time with students.  This represents the foundation of his philosophy - freeing teachers from lecturing and using class time in a manner that advances learning and creativity involving truly meaningful one-on-one interactions between instructor and student. His ideas range from changes in how teacher time is utilized (teaching as a team sport), classroom design, feedback methods, student engagement, mastery learning, and differentiating instruction.  He stresses the importance of first deeply instilling basic concepts in order for students to have success with more complicated ideas.  Khan also presents some very interesting ideas about the school calendar and higher education.  The book offers intriguing new answers to a number of important questions that have the potential to transform education such as:

·      Why technology will make classrooms more human and teachers more important.
·      How and why we can afford to pay educators the same as other professionals.
·      How we can bring creativity and true human interaction back to learning.
·      Why we should be very optimistic about the future of learning.

The book addresses many of the questions facing the teaching profession and provides practical ideas that can be used to improve classroom instruction.  “How does education happen?  I see it as an extremely active, even athletic process.  Teachers can convey information.  They can assist and they can inspire – and these are important and beautiful things.  At the end of the day, however, the fact is that we educate ourselves.  We learn, first of all, by deciding to learn, by committing to learning.  Education doesn’t happen out in the ether, and it doesn’t happen in the empty space between the teacher’s lips and the students’ ears; it happens in the individual brains of each of us.”
-       Salman Khan

Other Related Resources
Salman Khan, author of The One World School House gave this TED talk which to date has been viewed over three million times.
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Psychological Figures and Concepts
Benjamin Bloom
Creativity
Flipping the classroom
Learning styles (lack of evidence)
Long-term memory consolidation
Mastery learning
Neuroplasticity 
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    Authors

    Laura Brandt, Nancy Fenton, and Jessica Flitter are AP Psychology instructors. Nancy Fenton teaches at  Adlai E. Stevenson High School in Lincolnshire, Illinois, Laura Brandt teaches at Libertyville High School in Libertyville Illinois and Jessica Flitter teachers at West Bend East High School in West Bend, Wisconsin.
    If you are interested in reviewing a book for the blog or have comments or questions, please e-mail us at either [email protected] or [email protected] or [email protected].

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